Community-based learning and volunteering are both valuable activities that help students connect with community partners, enhance personal skills, and support professional development. Through these learning initiatives, our students gain a better understanding of the challenges facing the community, enhance their ability to think critically and be self-aware, engage in problem-based learning, and explore the variety of career options available after graduation.
Below are some resources for students, faculty and community partners.
MOS 4488 - Management and Organizational Consulting
This course examines the role of the management consultant and how the consulting industry serves to enhance the effectiveness of the organizations it serves. Students engaged throughout the term with a community/business client and work on the Real-Life Consulting project. Not a simulation, an actual issue that the partners are seeking consulting advice on.
MOS 3330a - Operations Management through Plant Tours
Dr. Bill Irwin and Dr. Jan Klakurka’s course uses an integrated theoretical framework for analyzing operations management situations with practical approaches as a basis for general management decisions. With a broad syllabus, visits to community organizations allowed students to observe and reflect on the diverse scope of operations in practice. This had positive effects on student learning by presenting them with experiences within the workplace and exposing them to the range of local industries of varying size and scope. Students studied strategic issues related to the ways firms understand and overcome competition as well as tactical and operational decision-making.
CGS3203G - Global Studies Participatory Project
Annually the Global Studies Participatory Project engages students in meaningful learning opportunities that are connected to world issues while relying on students to demonstrate creativity, entrepreneurial spirit and intercultural awareness. In 2016-2017, students in Dr. Lucas Savino’s class participated in the World University Service of Canada (WUSC) International Forum in Montreal. Students had the opportunity to engage with a diverse group of experts on some of the most critical global issues. Students mobilised their knowledge between the classroom and participation in the WUSC Local Committee. The culmination of this experience was the organization and leadership of a public advocacy event at Huron on April 7.
HIS 3801E - The Historian's Craft
The centerpiece of this class is a community-based research project that brings together the theoretical and practical aspects of the course material. This year, the project is focused on partnership with the Chatham-Kent Black Historical Society, the University of Huddersfield’s Digital Victorians project, and Huddersfield’s local community partner, Building African Caribbean Communities. The project is based on the methodology of Slavery in Small Things, and asks you to research and contextualize an object related to slavery and antislavery from the local collections of the CKBHS. As part of the community-based learning component in 3801E, the class will travel to the CKBHS and to Oberlin, Ohio, where we will spend an afternoon working in the Oberlin College archives. The idea behind the class CBL project is to ensure that the material of the course – which can run toward abstraction if we aren’t careful—comes to life in a memorable and accessible way that will mean something outside the spatial and temporal limits of the class. While we read about historical research methods, the creation of historical knowledge and the place of History in public intellectual and cultural life, we will also be participating in, and contributing to, a wider community of historical research.
Stratford Festival- Le Malade Imaginaire and As You Like It
Given the close proximity of Stratford and the highly-regarded Stratford Festival, Dr. Scott Schofield (English and Cultural Studies) and Dr. Andrea King (French) developed a community-engaged learning opportunity for students to engage in a cross-disciplinary project exploring various approaches to comedy, using Moliere’s Le Malade Imaginaire and Shakespeare’s As You Like It as comparative texts. Both classes were engaged in study and discussion of the texts of both plays prior to the performances, and then travelled to Stratford to view both stage adaptations. The opportunity to view the plays provided students with context and the opportunity to analyze the role of actors, set designs, and discuss thematic links between the two plays and performances. Dr. King and Dr. Schofield followed the performances with guest lectures in each other’s classes and collaborative class assignments.
Karen Martine Prieur Volunteer Service Fund
Established in 2005 by Huron alumna Karen Prieur, who has served as a Trustee on the Huron University College Foundation, this fund supports Huron students in their volunteer activities abroad to improve local communities and to prepare for future positions of responsibility and citizenship.
Value: approx. $1,500
APPLY for the Karen Martine Prieur Volunteer Service Grant
Janet Stewart Volunteer Service Fund
Established in 2004 by Ms. Janet Stewart, a longtime friend of the College who has served on the Executive Board and Corporation, the Janet Stewart Volunteer Service Fund supports Huron students in their volunteer activities at home and abroad to improve local communities and to prepare for future positions of responsibility and citizenship.
Value: approx. $900
APPLY for the Janet Stewart Volunteer Service Grant
The Waugh Family Volunteer Service Fund
This was established by Rick Waugh in 2009 to support Huron students in their volunteer activities, ranging from work with primary school students both at home and abroad to promote literacy, and with NGOs abroad to improve local communities. Huron students benefit from the experience themselves as they become young adults and prepare for future positions of responsibility and citizenship.
Value: approx. $1,300
APPLY for The Waugh Family Volunteer Service Grant
Although the fundamental principals remain consistent, the interpretation and delivery of CBL courses will vary across disciplines. Similarly, the learning outcomes for students in a CBL course are likely to be more heterogeneous than a traditional course because of the variety of placements and contexts within which the learning takes place. Part of successfully planning a CBL course is being open to risk, flexibility, and adaptation.
• Develop transformative partnerships with our community partners to allow all stakeholders to achieve their goals.
• Provide a wide variety of community-based learning opportunities for our students to experience and engage with course content.
• Instil a commitment to social and community awareness and action within our community and beyond.
CBL Project Proposal Guidelines
CBL PROJECT PROPOSAL APPLICATION
CBL Project Outcomes Report
Funding available in 2018-2019:
The RBC Foundation Community Service Learning Grant ($1500)
In 2009 Huron University College received ten years of funding from RBC for $10,000 annually to enhance the delivery of CBL. The RBC grant enabled the creation of the RBC Community-Based Learning Fund to support activities related to both curricular and co-curricular CBL and to also help institutionalize CBL at Huron. The RBC funding must be used to support “service learning teaching, promotion and outreach.” (Donor Agreement, 2009)
Note: this funding ends in 2018-2019
Willie Mae and William H. Lumpkin Fund for Community-Based Learning (Approximately $1500)
Established in 2006 in honour of her parents by Huron’s 15th Principal, Dr. Ramona Lumpkin, the Willie Mae and William H. Lumpkin Fund for Community-Based Learning creates opportunities for Huron students to combine academic study with hands-on volunteer experience.
The E.M. Kennedy and Mary Thomson Fund for Community-Based Learning (Approximately $1500)
Established in 2009 by Huron alumna Mary M. Thomson ’61. Both Mary and her father Edwin M. Kennedy have played important roles in the life and work of the College, including her father when he was Chair of the Executive Board. Provides opportunities for Huron students to combine academic study with hands-on volunteer experience.
The Trish Fulton Community-Based Learning Fund (Approximately $500)
Established in 2010 by Dr. Trish Fulton, The Trish Fulton Community-Based Learning Fund will provide opportunities for Huron students to combine academic study with hands-on volunteer experience. Community-based learning is an integral component of the experiential learning focus at Huron. In it, students work with a community organization or business, either in London or abroad, as part of their program of study. Students learn by ‘doing’ in many ways, and in this case acquire a more sophisticated understanding of the communities in which they live. Through their experiences with community organizations, students have a chance to apply what they have learned in the classroom and to develop critical skills in the analysis of real-world social, economic and political trends as part of their liberal arts education.
Process for Workplace Safety and Insurance Board coverage:
The Ministry of Training, Colleges and Universities (MTCU) has implemented a new streamlined process for students enrolled in an approved Ontario university program that requires them to complete placements in the workplaces as part of their program of study.
The Workplace Educational Placement Agreement (WEPA) Form has been replaced by the Postsecondary Student Unpaid Work Placement Workplace Insurance Claim Form. Placement Employers and Training Agencies (universities) are no longer required to complete and sign the online Postsecondary Student Unpaid Work Placement Workplace Insurance Claim Form for each placement that is part of the student’s program of study in order to be eligible for WSIB coverage.
Instead, this form only needs to be completed when submitting a claim resulting from an on-the-job injury/disease. Please note that universities will be required to enter their MTCU- issued Firm Number in order to complete the online claim form.
Postsecondary Student Unpaid Work Placement Workplace Insurance Claim Forms
Please note that all Occupational Health and Safety procedures must be followed, and WSIB processes must be put into place in the event of an injury/disease. The university will keep the signed original of the placement letter on file and ensure that placement sites have a copy.
“Working with the LWHG was an invaluable experience, one that provided us with lessons in leadership as well as an understanding the importance of community involvement. Above all, collaborating with these strong women has demonstrated to a group of university students the value of championing social change.” (Historian’s Craft student)